The Practice and Challenges of School Based Continuous Professional Development (SBCPD) Through Lesson Study in Zambia Secondary Schools


  • Jane Chavula Zhejiang Normal University


CPD, SBCPD, Lesson Study


The intent of this article is to reflect on SBCPD in which I took part for more than five years, as to shed some light on practices and challenges of the program based on lived experiences and literature review on the area. The quality of education in Zambia has been demonstrated by low student achievement in national and international assessments. This is partly due to poor teacher performance in the classroom. It has been observed that there are a lot of under qualified teachers in high school because of the severe shortage. The government introduced Continuous Professional Development programs but still could not cater for everyone. However, the introduction of School Based Continuous Professional Development through Lesson Study has brought in noticeable change among teachers. It has been well received and teacher participation is very good, even though there is lack of commitment from the education standards officers and some head teachers for it to continue facilitate learning and updating -teacher’s performance as to cope up with dynamics of teaching and learning profession.

Author Biography

Jane Chavula, Zhejiang Normal University

College of Education

Institute of International and Comparative Education


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How to Cite

Chavula, J. (2016). The Practice and Challenges of School Based Continuous Professional Development (SBCPD) Through Lesson Study in Zambia Secondary Schools. Asian Journal of Education and E-Learning, 4(2). Retrieved from